iPads in an Advanced Writing Workshop

During the Fall 2011 semester, Deb Reisinger and Karine Provot in Romance Studies included iPads as part of the curriculum for two sections of French 101, an advanced writing workshop. Both the instructors and students used iPads throughout the semester mainly for writing and receiving feedback.

Reisinger anticipated several advantages of using the iPads throughout the semester.  These advantages were, in fact, realized through the length of the project.

More sustainable

“Using iPads would allow us to send annotated texts back and forth without printing out needless amounts of paper.”

The students were able to submit their papers electronically and review the feedback from their instructor on the iPad, reducing the need to print their papers or instructor feedback. Additionally, in what was the department’s first foray into e-textbooks, students enrolled in the class also purchased electronic versions of the textbook (Taches d’encre) via CourseSmart, rather than buying the paper version. By using the iPads, this class drastically minimized the amount of paper used. 

Improved feedback

“Handwriting on papers is reportedly hard for students to read. PDFs make it impossible to ‘accept all’ changes, requiring students to engage with comments, which is especially important with grammatical corrections.”

Faculty alternately provided typed and oral feedback to different student groups on five different assignments.  When faculty graded compositions using Noterize, they employed both highlighting features and oral recording to give feedback to students.  “Through focus groups, surveys, and process memos, students showed a slight preference for oral feedback, noting that they received more lengthy, personalized comments,” wrote Reisinger at the conclusion of the semester.

Increased collaboration

“Students would learn to work collaboratively, using iPads to share, and also work in groups to present their paired projects.”

Students completed in-class peer editing assignments using Noterize on the iPad. In addition, the class experimented with some language relevant apps, like language dictionaries, that students could use for personal study or when working together in groups. 

Reisinger piloted a miniature version of this project in the Fall of 2010, in one section of French 101, with positive results. One particular disadvantage she noticed was that there was no guarantee that all of the students enrolled in the course had access to a compatible computing device.  Thus, the project developed into one in which, this time, arrangements were made for students in two sections to borrow iPads from the Center for Instructional Technology.

Reisinger was pleased with the outcome of the project. “We found iPads very useful for delivering content and for giving feedback on compositions,” she says. “Students were especially positive about receiving recorded oral commentary, which correlated with a positive faculty experience.”